Unit Plan 1 (Grade 5 Science): Science Skills & Investigation Routines

Focus: Establish accurate measurement, clear variables, lab safety, data tables/graphing, and investigation procedures so students can carry out fair tests and communicate their findings.

Grade Level: 5

Subject Area: Science (General Science • Engineering Practices)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

This launch unit builds the science skills and routines students will use all year. Through simple, hands-on investigations, students practice using measurement tools, identifying independent and dependent variables, keeping fair tests, and recording data in tables and graphs. They also co-create lab safety norms and practice working in teams like engineers: defining a simple design problem, agreeing on criteria for success, and noting constraints (time, materials).

Essential Questions

• What does it mean to work like a scientist or engineer in our classroom?
• How do measurement, variables, and fair tests help us collect trustworthy data?
• Why do scientists and engineers need clear procedures, safety routines, and graphs to share what they learn?
• How can we define a simple design problem and decide what counts as a successful solution?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use basic measurement tools (rulers, thermometers, balances, timers, graduated cylinders) accurately and record data in organized tables.
2. Identify independent variables, dependent variables, and constants in simple classroom investigations and explain why fair tests matter.
3. Follow and help create lab safety procedures and class investigation norms, including safe handling of materials and shared equipment.
4. Construct basic bar and line graphs from data tables and describe patterns using words like increase, decrease, and stay the same.
5. Define a simple design problem reflecting a need or want, including criteria for success and constraints on materials, time, or cost, as preparation for later engineering units.

Standards Alignment — 5th Grade (NGSS-Aligned)

• 3-5-ETS1-1 — Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • Example: Students define a design problem such as “Build a device that slows down a falling object” and list criteria (must fall more slowly, stay together) and constraints (only use provided materials, 20 minutes to build).

Success Criteria — Student Language

• I can measure length, mass, temperature, and time carefully and write my numbers in a data table.
• I can point out the independent variable (what we change), dependent variable (what we observe/measure), and constants (what we keep the same) in an investigation.
• I can follow our lab safety rules and explain why they are important.
• I can make a simple graph from our class data and describe what is happening.
• I can define a design problem by saying what we need or want to solve, what counts as success, and what our limits are.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Basic measurement tools: rulers/meter sticks, measuring tapes, balances or scales, thermometers, timers/stopwatches, graduated cylinders or measuring cups.
• Simple, safe materials for practice investigations (e.g., marbles, ramps/boards, cups, water, paper towels, sponges, paper clips, string, toy cars).
• Data tables and graph templates (blank tables, grid paper, or printed graph sheets).
• Science notebooks or investigation journals for each student.
• Lab safety resources:
  • Safety contract or class safety guidelines.
  • Safety symbols/icons (goggles, no running, handwashing, etc.).
• Anchor charts:
  • “Working Like a Scientist” (observe, measure, record, explain).
  • “Variables in an Investigation” (independent, dependent, constants).
  • “Safe Lab Habits”.
  • “Good Data & Good Graphs”.
• Graphic organizers:
  • Investigation planning sheet (question, hypothesis, variables, materials, steps).
  • Data table template.
  • Graph planning template (title, labels, scale, type of graph).
  • Design problem template (need/want, criteria, constraints).

Preparation

• Set up lab safety expectations and decide which safety rules need to be co-created with students vs. pre-taught.
• Prepare 1–2 very simple investigations for practice (e.g., “Which ramp height makes a toy car go farther?” or “How many paper towels does it take to soak up a certain volume of water?”).
• Make sample data tables and graphs using fictitious data to model expectations.
• Arrange materials in labeled bins or stations so groups can practice tool use efficiently.
• Prepare a short design challenge prompt (e.g., “Design a container that keeps an ice cube from melting too quickly” or “Design a paper tower that stands at least 30 cm tall”).

Common Misconceptions to Surface

• “Close enough is fine” for measurement → emphasize precision and reading tools correctly.
• “Variables are just any numbers” → clarify independent vs. dependent vs. constants.
• “Graphs are just decorations” → graphs are visual tools to understand and communicate patterns in data.
• “Safety rules are just about not getting in trouble” → safety exists to protect people and materials and to keep investigations fair and accurate.
• “Engineering is only about building cool stuff” → engineering begins with clearly defining a problem and deciding what counts as a good solution.

Key Terms (highlight in lessons) observation, measurement, accuracy, tool, variable, independent variable, dependent variable, constant, fair test, data, data table, graph, bar graph, line graph, pattern, safety, procedure, design problem, criteria, constraints

IV. Lesson Procedure

(Each day follows: Launch → Explore/Work Time → Discuss → Reflect. Timing for a 50–60 minute block.)

Session 1 — Lab Safety & Science Notebook Routines

• Launch (8–10 min)
  • Quick brainstorm: “What have you seen scientists do in videos or books?” List ideas (observe, measure, wear goggles, write notes).
  • Introduce science notebooks and explain that scientists record questions, data, sketches, and ideas.
• Explore (25–30 min)
  • Safety gallery walk: post safety pictures/phrases around the room (goggles, no running, handwashing, careful with spills, etc.).
  • Students rotate, read, and jot in notebooks: “What could go wrong?” and “What should we do instead?”
  • As a class, co-create a Safe Lab Habits anchor chart (e.g., “Walk with care,” “Listen to directions,” “Wear goggles when told,” “No tasting without permission,” etc.).
  • Model how to set up a notebook page (title, date, question/goal, space for data).
• Discuss (8–10 min)
  • Review the anchor chart and ask: “Which safety rule seems most important to you and why?”
  • Highlight that safety rules and notebooks help us get reliable results and protect everyone.
• Reflect (5 min)
  • Notebook prompt: “One safety rule I will commit to following is __ because __.”

Session 2 — Measurement Accuracy & Data Tables

• Launch (6–8 min)
  • Show a ruler or other tool and two sample measurements of the same object that don’t match. Ask: “Why might these be different? Why does accuracy matter?”
• Explore (25–30 min)
  • Tool stations: groups rotate through measurement stations (length, mass, volume, temperature, time).
  • At each station, students practice using the tool and record values in a data table (e.g., length of three objects, mass of different items, temperature of water at different times).
  • Emphasize reading scales carefully (zero lines, units) and re-measuring to check.
  • Students label units in their tables (cm, g, mL, °C, s).
• Discuss (8–10 min)
  • Whole group share: “Which tools were easiest/hardest to use? What helped you be more accurate?”
  • Connect to the idea that good data comes from careful measurement.
• Reflect (5 min)
  • Quick write: “One tool I feel confident using is __. One tool I want more practice with is __ because __.”

Session 3 — Variables & Fair Tests

• Launch (6–8 min)
  • Show a simple scenario (e.g., two ramps with different heights and toy cars). Ask:
    • “What could we change on purpose?”
    • “What could we measure?”
    • “What should we keep the same?”
  • Introduce or review independent variable, dependent variable, and constants.
• Explore (25–30 min)
  • In small groups, students plan a very simple investigation (teacher chooses 1–2 options, such as ramp height vs. distance, or amount of water vs. number of paper towels to absorb it).
  • Using an investigation planning sheet, they identify:
    • Question.
    • Independent variable (what they will change).
    • Dependent variable (what they will measure).
    • At least three constants (what they will keep the same).
    • Materials and basic steps.
  • Groups share with teacher for a quick check that their test is fair.
• Discuss (8–10 min)
  • Ask groups to share their variables with the class; chart a few examples so students see different independent/dependent pairs.
  • Emphasize that fair tests change only one important thing at a time so we can trust the results.
• Reflect (5 min)
  • Notebook sentence frame: “In our investigation, the independent variable is __, the dependent variable is __, and we will keep __ the same.”

Session 4 — Graphing & Seeing Patterns in Data

• Launch (5–7 min)
  • Show a simple data table and a graph of the same data. Ask: “Which is easier to read quickly? How do graphs help us see patterns?”
• Explore (30–35 min)
  • Using either class data from Session 2 or sample data provided by the teacher, students:
    • Choose an appropriate graph type (bar graph for categories, line graph for change over time or amount).
    • Create a graph on grid paper or a template: title, labeled axes with units, even scales, and neat bars/lines.
    • Work in pairs to check each other’s labels and scales.
  • If time, students add a short caption explaining the main pattern (e.g., “As ramp height increased, the distance traveled increased.”).
• Discuss (8–10 min)
  • Gallery share: groups briefly show their graphs. Ask: “What pattern do you see?” or “What does your graph tell you in one sentence?”
• Reflect (5 min)
  • Quick write: “Graphs help scientists and engineers because __.”

Session 5 — Defining a Design Problem & Setting Criteria

• Launch (6–8 min)
  • Present a simple real-world scenario, such as: “We want to keep a snack cool on a field trip” or “We want to protect a model house from getting wet in a rainstorm simulation.”
  • Ask: “What is the problem? What would count as a successful solution? What might our limits or constraints be?”
• Explore (25–30 min)
  • In groups, students complete a Design Problem Template for the scenario (or choose one of several):
    • Describe the need or want.
    • List criteria (e.g., must keep snack cool for 30 minutes, must stay upright, must use only given materials).
    • List constraints (e.g., limited time, only certain materials, cost limits).
  • Groups sketch a very rough design idea and label how it meets the criteria and handles constraints.
  • If time allows, groups share and compare criteria/constraints across different designs.
• Discuss (8–10 min)
  • Whole-class: ask, “Why is it important to define criteria and constraints before we build?”
  • Connect to 3-5-ETS1-1: engineers define the problem clearly before jumping into solutions.
• Reflect (5 min)
  • Exit ticket: “A simple design problem I might want to tackle this year is __. One criterion would be __, and one constraint would be __.”

V. Differentiation and Accommodations

Advanced Learners

• Challenge them to estimate and then measure, comparing estimates to actual measurements and calculating difference or percent error (informally).
• Ask them to create their own investigation question, including clearly labeled variables and a prediction with reasoning.
• Invite them to suggest two different graph types that could represent the same data and explain which is more effective and why.
• Have them propose more detailed criteria for a design problem (e.g., specific temperature ranges, exact time limits, or performance benchmarks).

Targeted Support

• Provide pre-labeled data tables with some entries filled in to model expectations.
• Use color-coding or icons for independent variable, dependent variable, and constants on planning sheets and anchor charts.
• Offer sentence frames such as:
  • “We changed __ and measured __.”
  • “In our graph, the x-axis shows __ and the y-axis shows __.”
  • “Our design will be successful if __.”
• Allow students to work with a partner or small group for reading directions and recording data.

Multilingual Learners

• Provide a visual glossary of key terms (variable, measure, graph, criteria, constraints) with pictures and symbols.
• Allow students to brainstorm and plan in their home language, then translate key labels and explanations into English.
• Accept labeled diagrams and short phrases instead of long paragraphs where appropriate.
• Use gestures, real objects, and demonstrations when introducing tools and procedures.

IEP/504 & Accessibility

• Break tasks into smaller steps with a checklist (e.g., “Step 1: Title and date; Step 2: Draw table; Step 3: Measure object A…”).
• Provide larger print rulers, high-contrast graph paper, and adapted tools as needed.
• Offer options for students to dictate observations or reflections using speech-to-text or to a peer/teacher scribe.
• Provide additional time and guided practice for tool use and graphing skills.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students can state at least two lab safety rules and set up a notebook page correctly.
• Session 2 — Data tables from measurement stations show units, reasonable values, and generally accurate tool use.
• Session 3 — Investigation planning sheets identify independent variable, dependent variable, and constants correctly for a simple test.
• Session 4 — Graphs include a title, labeled axes with units, and a scale that fits the data; students can describe a basic pattern.
• Session 5 — Design problem templates clearly state a need or want, at least two criteria, and at least one realistic constraint.

Summative — Investigation & Design Skills Check (0–2 per criterion, total 10)

1. Measurement & Data Recording

• 2: Measurements are recorded clearly in a data table with appropriate units; values are consistent and reasonable.
• 1: Measurements are partially complete or have minor unit/recording errors.
• 0: Few measurements recorded or values/units are largely incorrect.

2. Variables & Fair Test

• 2: Correctly identifies independent variable, dependent variable, and at least two constants; setup reflects a fair test.
• 1: Some variables identified but with confusion (e.g., mixing up independent/dependent or missing constants).
• 0: Variables are unclear or incorrect.

3. Graph Construction & Interpretation

• 2: Graph has a clear title, correctly labeled axes with units, appropriate scale, and the student can explain at least one pattern in the data.
• 1: Graph is present but missing labels, has scale issues, or interpretation is vague.
• 0: No graph or graph does not match the data.

4. Safety & Procedures

• 2: Student follows safety routines, sets up notebook pages correctly, and follows investigation steps with minimal reminders.
• 1: Student needs occasional reminders but generally follows safety and procedures.
• 0: Frequent safety or procedure issues that interfere with learning.

5. Design Problem Definition (3-5-ETS1-1)

• 2: Clearly defines a design problem, including at least one need or want, criteria for success, and constraints (materials/time/cost).
• 1: Problem is described but criteria or constraints are incomplete or vague.
• 0: No meaningful design problem description.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your graph title and labels made the pattern really easy to see.”).
• Ask one question (e.g., “How did you decide which variable to change in your test?”).
• Give one suggestion (e.g., “Try adding units next to each number in your data table.”).

VII. Reflection and Extension

Reflection Prompts

• How did accurate measurement and clear variables change the way you thought about your investigation results?
• Which part of working like a scientist—safety, measurement, graphing, or defining problems—do you feel strongest in now, and which do you want to grow in?
• Why do you think engineers and scientists spend so much time on planning and recording, instead of just “doing the experiment” or “building the thing”?

Extensions

• Tool Expert Badges: Assign each student or pair a tool (scale, thermometer, cylinder, etc.) and have them create a mini-poster or video on how to use it accurately and safely.
• Mini Design Challenge: Let groups choose one of their defined design problems and spend an extra day building and briefly testing a simple prototype, then reflecting on how well it met the criteria and constraints.
• Data Detective: Provide a new data set (e.g., schoolyard temperature at different times of day) and have students create graphs and short explanations as an independent practice of skills from this unit.

Standards Trace — When Each Standard Is Addressed

• 3-5-ETS1-1 — Sessions 1–5
  • Session 1: Setting norms and routines that support defining and working within constraints (time, materials, safety).
  • Sessions 2–4: Building measurement, data, and graphing skills needed to evaluate whether design solutions meet criteria for success.
  • Session 5: Explicitly defining a simple design problem with criteria and constraints, and sketching a possible solution.